The upper secondary school is in Sweden practically mandatory even though attendance is voluntary and today almost all students in Sweden continue their studies at upper secondary school. But not all of them leave this school with a complete certificate of schooling as a result of experiencing a range of difficulties which may be due to cognitive, physical, sensory or social factors. This article uses ethnographic data from a case study to explore how one municipal upper secondary school allocates additional support to students with different social characteristics. The study focussed on students in the following three upper secondary schools programme all in the same school: (1) Individual, (2) Health and Social Care, and (3) Technology. The results show that existing social inequalities are reinforced through everyday activities and interactions. The prevalence and type of additional support that the students are offered is one of the factors reinforcing existing social differentiation, and is closely linked to the type of programme they are studying. Successful support services appear to be focused on Swedish male pupils from higher socio-economic backgrounds on the Technology Programme. Students from lower social backgrounds enrolled in either the Individual or Health and Social Care Programmes receive much less appropriate support. The social justice implications of these priorities for resource allocation are discussed.